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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture English Education Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Aptisi Transactions on Technopreneurship (ATT) Jurnal Eduscience (JES) FOSTER: Journal of English Language Teaching Cakrawala: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Eduvest - Journal of Universal Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Metathesis: Journal of English Language, Literature, and Teaching Language Circle : Journal of Language and Literature Jurnal Bina Desa ELT Forum: Journal of English Language Teaching LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal of Computer Science and Technology Application English Review: Journal of English Education Indonesian EFL Journal
Wahyuni, Sri
Universitas Negeri Semarang
Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Pemberdayaan Masyarakat Desa Melalui Kegiatan Pengembangan Soft Skill Digitalisasi UMKM dalam Meningkatkan Keterampilan Wirausaha  Masyarakat Desa Kaliangkrik Wandha Nur Handayani; Much. Fadli Putra Syaeli; Salsabilla Brita Maharani; Sri Wahyuni
Jurnal Bina Desa Vol. 8 No. 2 (2026): Vol 8 No 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jurnalbinadesa.v8i2.13030

Abstract

Kaliangkrik Village is one of the villages located in Kaliangkrik District, Magelang Regency. The life of its people is still thick with culture and religious beliefs. However, this does not limit the enthusiasm and creativity of its people in developing business ideas and improving their quality of life. One of the economic activities that continues to be developed by its people is MSMEs. There are quite a lot of MSMEs business actors in Kaliangkrik Village, but they are still limited in their marketing activities. MSMEs actors still market through word of mouth, consigning products to shops and opening their own shops. A group of students held a seminar to help improve the knowledge and skills of its people. The seminar was related to community empowerment related to "Development of Soft Skills for Digitalization of MSMEs ". This seminar activity aims to equip MSMEs actors to move up a class to become a business supported by  technological advances, both for management and marketing. 
Fusion of ICT and Differentiated Instruction in Developing Lesson Plan: Boosting EFL Learners Hortatory Text Mastery Fahmi Al Fiqri; Yuliati; Sri Wahyuni
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.2906

Abstract

Students and teachers' need for familiarity with the fusion of technology-based and differentiated lesson planning contributes to challenges for recent education. The goal of the project is to make language learning more successful by meeting the demands of teachers in terms of lesson plan development, implementing differentiated instruction, and using information and communication technology. This research employs five steps of research and development methods: 1) the preliminary research stage, 2) the development stage, 3) the expert validation stage, 4) the testing stage, and 5) the dissemination stage. The study involved 22 senior high school students, an English teacher, and a lesson plan validator expert. The results from the development of Information and Communication Technology (ICT) combined with Differentiated Instruction (DI) in a lesson plan for teaching hortatory exposition text to eleventh-grade senior high school students are considered ready to implement and disseminate with a score of 100 from the teacher as a validator. This lesson plan significantly improved students' learning motivation and ability in hortatory exposition text based on the data analysis. The findings suggest that integrating ICT and DI in lesson planning enhances students' engagement and performance and provides an adaptable model for teachers to implement technology-supported differentiated instruction.
Theme-Based Edupreneurship Model for Reading Achievement and Learner Autonomy Asti Veto Mortini; Sri Wuli Fitriati; Rahayu Puji Haryanti; Sri Wahyuni; Juan Carlos Rodriguez
Aptisi Transactions On Technopreneurship (ATT) Vol 8 No 3 (2026): November
Publisher : Pandawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/att.v8i3.717

Abstract

This study examines the effectiveness of a Theme-Based Learning Model within an edupreneurship framework to improve students’ reading achievement and learning independence. A mixed-method triangulation design was applied, combining quantitative data from pre- and post-tests and questionnaires with qualitative insights from student interviews. The participants were third-semester English education students categorized into four VARK learning styles: visual, auditory, reading/writing, and kinesthetic. Results indicate that all learning style groups experienced an improvement in reading achievement after the implementation of theme-based learning. Auditory and visual learners showed the most significant progress, while kinesthetic learners demonstrated moderate improvement. Questionnaire and interview findings further reveal that the model promotes learning independence, with visual learners exhibiting the highest level of autonomous learning behaviors. The integration of thematic content made learning more engaging and contextual, allowing students to connect reading activities with real-world scenarios, fostering critical thinking and creativity two essential competencies in edupreneurship. The study concludes that the Theme-Based Learning Model serves as an effective instructional approach that simultaneously enhances academic performance and cultivates independent learning. These findings provide valuable insights for educators and curriculum designers in integrating reading instruction with entrepreneurial oriented learning practices. The model is recommended for broader implementation across courses or institutions, as it aligns with 21st-century education goals by supporting student-centered learning, innovation, and lifelong learning.
Integrating ICT-supported flipped classrooms for comprehension and critical analysis in English literature education: A literature review mohamad ikhwan rosyidi; Rudi Hartono; Sri Wahyuni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.26204

Abstract

This literature review integrates information and communications technology in the context of English literature literacy instruction to carve deep understanding and critical analysis skills in learners. Flipped classrooms are analyzed for learner self-direction, thinking skills application, and sophisticated text engagement as per 21st-century educational shifts. Peer-reviewed research conducted from 2015 – 2025 was synthesized to study the integration of Information and Communication Technology in flipped classrooms and literature teaching for higher education. It challenges disparity in digital resource availability, attitudinal and competency issues of teachers toward technology, and the relevance of ICT resources to adopted pedagogy. This review explores the role of professional learning, organizational change, and collaboration in learning design toward the resolution of these issues. Despite the robust affordances of flipped classrooms for student engagement and higher-order thinking skill development, ICT-supported pedagogy optimized for engagement requires more deliberate efforts toward harnessed educator or lecturer willingness, planning, and adaptable implementations. The findings enhance recommendations for the reform of English literature curricula and demonstrate the promise of flipped learning in the teaching of English literature.
Vocational High School Students' Perceptions and Needs of Digital Learning Materials Herlyna Cahya Ningrum; Sri Wahyuni
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.57667

Abstract

This study with topic digital learning materials result to explain vocational high school students’ perceptions of the usefulness of digital learning materials and to identify their needs for digital learning materials in English learning. This study used a descriptive qualitative approach with a qualitative survey design. The data were collected through a questionnaire distributed through questionnaire to 115 students who are in Grade X and XI at some private vocational high school in Semarang. The respondents came from different vocational classes, including Culinary Arts, Software Engineering, Fashion Design, and Visual Communication Design. The data were analyzed by organizing students’ responses, identifying important points, grouping similar answers, and interpreting them based on the research questions. The decision show that students generally had positive perceptions of need and use digital learning materials. They deliberated the digital learning materials useful because they helped them understand English lessons and supported the learning process. However, the improvement of English skills was still moderate, as many students felt that the materials only improved their skills a little. The findings also show that students needed digital learning materials that matched their vocational majors, included real-life and future job situations, and provided clear explanation. Therefore, digital learning materials for vocational English learning should be mobile-friendly, clear, practical, contextual, and relevant to students’ future plan career.  
Co-Authors Abdurachman Faridi Ali Formen Asnawi, Asnawi Asti Veto Mortini Aswadi Jaya Ateng Kurnia Ateng Kurnia Bridgita Berlian Budiani Candra Puspitasari Desi Surlitasari Dewi Didit Kurniadi Dila Charisma Dwi Rukmini Dwi Setyorini Eka Titi Andaryani Erni Suharini Fahmi Al Fiqri Fatwadika Adinia Dakoranis Frimadhona Syafri Hari Bakti Mardikantoro Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Herlyna Cahya Ningrum Hermansyah Hermansyah Hermansyah Ida Zulaeha Imanuel Kamlasi Isnaini Eddy Saputro Issy Yuliasri Juan Carlos Rodriguez Lanlan Muhria Lanlan Muhria Marta Rodriguez Masrurotul Ajiza Mega Aulia Ardhi Mohamad Ikhwan Rosyidi Much. Fadli Putra Syaeli Muhamad Rifqi Bakhtiar Muriyah Muriyah Mursid Saleh Mursid Saleh Natalia Manuhutu Nizar Alam Hamdani Nugroho, Kurniawan Yudhi Nurul Khasanah Opan Siroj Panca Dewi Purwati, Panca Puji Astuti R. M Teguh Supriyanto Rahayu Puji Haryanti Rudi Hartono Salsabilla Brita Maharani Seful Bahri Solihin, Rully Khoeru Sri Wuli Fitriati Sulastri Manurung Suwandi Suwandi Suwandi Suwandi Tahtida Niska Zahriya Treenuch Chaowanakritsanakul W, Widhiyanto Wandha Nur Handayani Yuliati zulfa Sakhiyya